PTSD in the 20th Century American Military: Its Diagnosis, Effects, Treatment, and Management, With a Focus on the Vietnam War

Soldiers have been affected by PTSD for as long as war has existed. The American Military in the twentieth century is no exception. PTSD did not become a diagnosable disease until 1980, and before then it was misdiagnosed as different anxiety disorders and neuroses. Symptoms, treatment options, and long-term affects of PTSD are also discussed. Though other other wars in which America was involved are mentioned, those that receive a more thorough analysis are World War II, the Korean War, and the Vietnam War. Although PTSD is an increasing problem in modern times for those involved in military conflicts, there are effective therapy and treatment options available for the modern soldier that were not there in times past

The Effects of Fixed-Ratio and Fixed-Interval Schedules of Reinforcement on Generalization Gradients

The purpose of this study was to investigate the effects of fixed-ratio and fixed-interval schedules of reinforcement on generalization gradients. The subjects were four female rats from the Fischer strain. All subjects v/ere conditioned in the presence of a 2000 hz tone to press the bar for reinforcement. Each subject was then trained to one of the following-schedules of reinforcement: FR-5, FR-30, FI-5, or FI-30. After maintenance on this terminal schedule for three days the subjects were tested for generalization. The generalization test consisted of variations in the frequency of the original SD. Response rate was recorded and gradients of both absolute and relative generalization were plotted. While the FR schedules produced the highest response rates, the subjects trained on the FR-5 schedule of reinforcement exhibited the most generalization

Helen Frankenthaler

Concentration paper.1990 Summer.Includes bibliographic references (page 16)

CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY

Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers’ beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one’s capabilities to perform specific tasks in a particular context, is an important contributor to motivation and performance (Tschannen-Moran et al., 1998). This research advances teaching and learning literature in higher education and provides insight into an understudied population of educators by exploring adjunct faculty’s teaching self-efficacy and factors that influence those beliefs. In this mixed methods study, an explanatory sequential design was used to explore teaching-self efficacy among adjunct faculty at a Mid-Atlantic community college. Adjunct faculty were surveyed using the College Teaching Self-Efficacy Scale (Prieto Navarro, 2006). Data were selected from the surveys for further explanation in subsequent interviews. Quantitative and qualitative data were merged to form an overall interpretation of teaching self-efficacy and factors that influenced those beliefs. Teaching self-efficacy was highest in creating a positive learning environment, followed by overall teaching self-efficacy, and then instructional skills. Assessing student learning was rated lowest. Adjunct faculty with fewer than five years teaching experience had lower self-efficacy scores than those teaching for six or more years. Mastery experiences and feedback from students and full-time faculty mentors emerged as the most influential sources of teaching self-efficacy. Student evaluations and attending Convocation were positively correlated with scores in overall teaching self-efficacy, instructional skills, and creating a positive learning environment. Adjunct faculty identified working to accommodate the needs of a diverse range of learners as the most significant challenge to teaching self-efficacy followed by challenges related to working conditions including inadequate pay and job insecurity. Key recommendations for promoting adjunct faculty’s teaching self-efficacy beliefs include increasing opportunities for interaction with departmental colleagues to share best practices and teaching resources, and offering trainings at flexible times and in creative formats on instructional skills, assessment practices, and learning theories. Improving onboarding processes, recognizing different needs of adjunct faculty based on experience, and reassessing pay and employment structures are also needed

Relationship Between Leader Behavior and Subordinate Organizational Commitment in Higher Education Administrators

Organizational commitment (OC) is the psychological link betrveen employees and their organizations that reduces the likelihood that ernployees rvill voluntarily leave. OC is an important dimension of organization effectiveness; it has been shown to impact productivity, work performance. and rurnover. It is instructive to recognize how a leader\u27s behavior impacts the overall stress and the organizational commitment of employees. Fifty-five administrators at a private college in the Midwest completed a 56-question electlonic survey to explore the relationship arnong leaders\u27 behavioral scores for (1a) structure-initiation and (1b) consideration as assigned by their employees and the (2) self-reported organizational commitment levels of those employees. The hypothesis that OC was highest among employees who perceived that their supervisors exhibited higher-than-average structure-initiation and consideration behaviors was supported (Spearman\u27s rho 0.416, p = .002). However, the strongest correlation was again present between leader Consideration behaviors and OC (Spearman\u27s rho 0.519. p \u3c 001)

Using It For All It\u27s Wuerth: A Critical Analysis of National Union Fire Insurance Company of Pittsburgh v. Wuerth as Applied to Medical Malpractice in Ohio

This essay discusses the application of this new limitation to the field of medical malpractice, the divergent results reached by Ohio’s appellate courts in the medical negligence and malpractice context since Wuerth, and the various treatments by other jurisdictions. This essay argues that the holding in Wuerth narrowly applies only to law firms, and that applying it to medical malpractice results in a reversal of the settled Ohio law and injustice for those injured by the negligence of medical professionals. Part II examines the history of hospital liability and traces the changes in vicarious liability up to the Wuerth decision. Part III discusses the Wuerth case, laying out the foundation for a change in the accepted doctrines of medical malpractice. Part IV examines the various interpretations of Wuerth, the results of applying the narrow decision laid out in Wuerth to medical malpractice, and the policies behind respondeat superior that caution against this expanded interpretation of Wuerth’s holding. Part V of this essay concludes that Wuerth should not be applied in the medical malpractice context

Caregiver and Professional Experiences with Social-emotional Leaning in the Classroom for Young Children with Inherited Bleeding Disorders: A Phenomenological Study

The purpose of this transcendental phenomenology is to explore caregivers’ and professionals’ experiences of supporting young children’s social-emotional learning in the classroom and its impact on early education in Western Pennsylvania. The theory guiding this study is Bowlby’s theory on attachment as it focuses on how positive interactions with caregivers boost the psychological health and feelings of security that lead to expansion of positive social-emotional relationships with others. This qualitative research design was completed by interviewing eight caregivers and three professionals of young children with inherited bleeding disorders who are members of the local chapter of the Hemophilia Federation of America as well as document analysis and focus groups. Purposive sampling was utilized for this study design due to the nature of the research being conducted, specifically homogenous sampling due to seeking the experiences of specific groups of people. Constant comparison was utilized throughout the process to aid data collection. Thematic synthesis and member checking then occured to create common themes and assist in developing a hypothesis around social-emotional learning for young children with inherited bleeding disorders

Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities

How do we confront entrenched educational practices in higher education that lead to student demotivation, poor retention, and low persistence? This article argues that project-based learning that situates student voice and capacity at the center of culturally-responsive curriculum has the potential to spark student passion for problem-solving real world issues that directly affect them, their family, and/or their community, especially when combined with other key component student-centered strategies found in learning communities. The article asserts that we learn more when we are doing something we care about, and project-based learning (a.k.a. Passion Projects) that responds to students in the room not only sends the message that we value their experiences and points of view, which in hand, leads to a more inclusive, positive environment, it also provides experience for the kind of thinking and skills students need to integrate for 21st century careers

The interjections of Immogene Sparkhound

The Interjections of Immogene Sparkhound is a collection of essays that examines the defining moments of a painting alter ego and then analyzes the rationalizations she creates for producing the works of art that follow